Local Control and Accountability Plan (LCAP)

Topic: Riverside Parent EngagementBuilding Partnerships for Student

Success

Presenters: Gina Airey Gina Airey Consulting, Inc.LCAP Facilitator for RUSD

Maria CarvajalPICO and Inland Congregations United for Change

(ICUC)Parent Leader

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RUSD and ICUC/PICO: Forging a Common Vision Successful Riverside Students!

Planning for student success and developing the LCAP together:An opportunity to deepen relationships and partnerships

with parents and community

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RUSD LCAP Development Process

DRAFT as of MARCH 25, 2014. DO NOT DISTRIBUTE

November -December 2013

January -February April

Points of

Input

Existing Plans

Existing Plans

Engage Facilitator

Launch Steering Committee

Board Revises

Plan

Board Holds Public

Hearing

Board Adopts

Final Plan

Engage Stakeholders

Board ActivityCommittee Activity

Legally Required of BoardExpert Input**

Expert Input**

BoardDrafts

3-Year Plan

1. Stakeholder Engagement2. Needs Analysis3. Goals4. Student Performance5. Services6. Budget

Information

Baseline Data

8 State Priority Areas

LCAP* Process Planning with Board and Committee

Engage Stakeholders

Outreach to Stakeholders: RUSD & Community

Community Reviews

DraftPlan***

Steering Committee

Reviews DraftPlan

Points of

Input

Points of

Input

* Local Control and Accountability Plan (LCAP) **Regarding English Learner, Low Income & Foster Youth Students*** Public Forums + Review by California School Employees’ Association (CSEA), Compensatory Education District Advisory Committee (CEDAC),

District English Learner Advisory Committee (DELAC), Professional Relations Committee (PRC) & Riverside City Teachers’ Association (RCTA)

Written Response to Community

Review

Synthesize Stakeholder Input

Board Considers Input

Completed Activity

May – June 2014March

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RUSD LCAP Steering Committee

Stakeholders Represented

DELAC

CEDAC

Council of PTAs

Local Employee

GroupsICUC/PICO

City Hall

Chambers/ Business Leaders

Charge: Ensure meaningful engagement of Riverside stakeholders in LCAP development process

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Parent Engagement: Opportunities Broad Outreach and 9 Community Forums

Strategy for Historically High Attendance and Engagement• Outreach championed by all LCAP Steering committee organizations• LCAP presentations to dozens of community groups; >1,500 stakeholders briefed• Community Forums

• Co-hosted with high school student leaders or parent/community leaders

• Different times, days,

locations• Neutral facilitator• Spanish language:

consecutive or

simultaneous

translation; 1 forum

facilitated in Spanish

DRAFT - DO NOT DISTRIBUTE 6

Parent Engagement: ResultsInput: 1) Community Forums 2) Comment Cards 3) Online

Spoken Comments at Community Forums• 1,032 total attendees participated (some attended more than 1 meeting)• Average of 102 stakeholders at each of the 9 community meetings• Hundreds a verbal comments recorded, transcribed; analyzed with written input

Students; 19%

Parents; 40%

Teachers; 15%

Other RUSD Staff; 15%

Community; 4%

Not Stated; 7%

Written Comments from Forums and Online • 1,360 total written comments

• 414 comment cards from forums• 946 online comments

• Parents were most active stakeholders• 40% from parents• 19% from students

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Parent Engagement: ImpactDeeper engagement builds parent ownership

“I’m a grandparent raising a second set of teenagers. When my kids went to school here 17-18 years ago, they didn’t have the opportunity because there were no arts programs. There was no marching band. My first children struggled constantly, and they were good and smart kids and could get good grades. But they just weren’t motivated. The

difference is night and day between how hard it was to get kids to school then and now. I have not had a day where it was hard to get my

grandkids to school [because these programs motivate them]. Emphasis on performing arts should cover the whole district. It just grows your brain the way exercise grows your body.” (Grandparent)

“The District has a program that’s successful – dual language immersion program - but

unfortunately it’s only in three schools. It’s so successful that it has a waiting list. Research has shown that this increases their

academic capacity. So it’s a huge benefit for them to learn more

than one language. It’s our responsibility as parents to

advocate for this program to be distributed throughout the

district, and not just the three schools, that the finances and

resources be distributed so that the dual language immersion

program can be available to all students.”

(Parent – translated from Spanish)

“[Foster youth] are really scared and they’ve got low self-esteem. The problem is that they’ve been bouncing from school to school, home to home, and a lot of the records get lost. They say you have to wait until

we get the record. Now the kids are sitting at home feeling bad because they want to go to school, but they can’t go to school. If there was some way for schools to welcome them in a little bit, then people will treat them differently. There’s got to be a way to integrate them

into the school more.” (Parent)

Examples: Engagement Example: Pupil Outcomes

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Benefits of Partnering with Community Organizations

• Added on-the-ground community perspective • Broadened

network of stakeholders

• Deepened capacity for parent engagement

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ICUC/PICO: Building Capacity and Elevating Parent Voice

• Training of parents on LCFF and LCAP• Outreach to parents - about process and

meetings• Participation in community input sessions and

District LCAP Steering Committee• Attendance at State Board of Education

meetings

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Changing the Face of Community Engagement:Prior to LCFF/LCAP

• Community engagement was limited to CEDAC, DELAC, PTA

• Parents and students were not involved in district decision making

• Difficult for parents to understand the connection between budget decisions and student achievement goals

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Changing the Face of Community Engagement:Since LCFF/LCAP

• Opportunity for broader and deeper participation of

parents and students in district planning and decision-

making

• Creates a culture of mutual accountability

• Enables parents to understand the connection between

budget decisions and student achievement goals

• Creates a platform for sustained improvement for

students with greatest need

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Moving Forward in Riverside: Deepening the Partnership

Between RUSD and ICUC/PICO

1. Partner with ICUC to build community capacity and strengthen parents’ roles in LCAP process through training and outreach

2. Establish Parent/Community Partnership Plan with specific capacity building approaches for parents of disadvantaged students

3. Establish Parent/Community Involvement Coordinator4. Establish and support the Parent/Community Partnership

Collaborative which will govern the plan and provide inter-agency support for students and families

RUSD Draft LCAP: “All Students Need Engaged Parents and Community”

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Reflections and Challenges

• A year of learning– There is a willingness from both District and community to learn– And a willingness to be partners

• Outreach to parents – Extensive outreach about process and opportunities for input is essential– More education required on intent of LCFF to address needs of disadvantaged students

• Ongoing need for capacity building– Need to devote more time to parent capacity building– District relied on organizations like PICO to train and prepare parents to engage deeply

• Conditions necessary to fulfill vision– Commitment to capacity building– Shared desire to create authentic opportunities for parents to share in leading process– Recognized need for partnerships– Transparency of data, budget, and process